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He waka eke noa1: Lockdown, CR4CA and teaching reflection
Get PDFIn the English language teaching (ELT) sector, the introduction of new technology tools over the last few decades has been greeted with a range of emotions ranging from excitement to trepidation and fear. However, 2020 and the unprecedented Covid-19 Lockdown in New Zealand arrived with a bang, escalating the move towards, what for many turned out to be, mandatory emergency remote teaching (ERT) (Hodges, Moore, Lockee, Trust & Bond, 2020). This initiated an urgent need for teachers to rapidly upskill in order to manage their online teaching.
At the tertiary institution where the presenter teaches, one technique used to manage this ERT was the appointment of two centre representatives for course adjustment (CR4CA) during Covid-19 Lockdown. The presenter was one of two nominated CR4CA at the institutions’ Centre for Languages. This role was essentially created as a bridge between teachers and the institution’s centralised online technical staff.
This presentation covers some key reflections related to pre-lockdown views of the role, the actual role during lockdown and course adjustment opinions and implementations, and post-lockdown evaluations. In this reflection, the presenter addresses some key tenets related to ERT mentioned by Hodge et al. (2020) and how the CR4CA role aligned with these tenets. The speaker will also evaluate the extent to which supporting and mentoring EL teachers remotely addressed core aspects covered by Caldwell & Ichaporia (2020) in their webinar on remote EL teaching
"In transition": International, curated exhibition
Get PDFThese photographic landscapes explores ideas about
the representation of landscape as both physical and multi-sensory, and encoded with layers of cultural meaning and values. In times of transition and instability, these multiple-exposure images intend to activate the perceptual space where a place can be defined by our own vision and knowing, and interpreted by our mind and senses.
About the exhibition:
In Transition harnesses the uncertainty that encapsulates the time period we are living in today: (a) transition from Lockdown to whatever our new reality holds, (b) a transition from in person viewing of art to to some new reality that hopefully is the best of both worlds, and (c) a transition from four years of oppression and animosity to progressive ideas to a more open world that better supports creatives
Transmedia storytelling in the public sphere
Get PDFA recently discovered cave painting in Indonesia reveals that humans were telling stories and portraying them through rock art at least 44,000 years ago (George,
2019). It seems the art of telling a story through more than one media platform, or transmedia storytelling, to use the contemporary coinage introduced by media scholar
Henry Jenkins was familiar to the ancients as it is to us living in the digital age.
Jenkins (2006) states that: A transmedia story unfolds across multiple media platforms, with each new text
making a distinctive and valuable contribution to the whole. In the ideal form of transmedia storytelling, each medium does what it does best – so that a story might
be introduced in a film, expanded through television, novels, and comics; its world might be explored through gameplay or experienced as an amusement park
attraction. (pp. 97-98
Ojos que no quieren ver, corazon que quiere sentir / optica III
No full textExhibition of collages done by Reo and Xavier Meade, all collages were done in Guanajuato, Mexico by the authors- the paint and drawing by Xavier and the cut out images by Reo-.
Reo collected the texts and images from Mexican newspapers form the state of Guanajuato. The show is a response to the violence against woman specific to the mentioned state.
The exhibition also included the Optica III publication (described on another achieve item with that title
A review of influencing factors for selection of engineering pathway for women: A case study of females studying engineering at Waikato Institute of Technology (Wintec), New Zealand
Get PDFFemales are underrepresented in engineering cohorts in New Zealand. The lack of female participation in engineering fields at the tertiary education level has been a barrier for diversity and equality in both the industry and academic professions. A recent study by Docherty et al. [11] noted girls coming to engineering at Canterbury University, New Zealand are more likely to be from a single sex school and this phenomenon can be due to cultural reasons. They identified that future work is needed to look at the cultural changes in New Zealand which could potentially mitigate the gender bias.
However, we first need to identify a range of contributing factors (including cultural issues) for the lack of diversity in engineering schools in New Zealand. By identifying these factors, we can then propose and implement necessary remediation actions to address the lack of female participation in engineering. Common influencing factors for female participation in STEM and selection of engineering pathways were found during a review of literature and included parental and teacher influences, self-efficacy, perception and attitude, gender stereotypes, and peer and media influences. We believe that New Zealand context in terms of how it influences female study and career pathway to engineering has not been well studied and documented to date. The objective of this research is to identify the main factors and cultural issues that contribute to low female participation in engineering studies in New Zealand.
We carried out individual and focus group interviews on both domestic and international female students at Wintec enrolled in the Diploma, Bachelor of Engineering Technology and Graduate Diploma programmes in Civil Engineering. The interviews helped us to understand our students’ perspectives around the factors that influenced their study decisions. We used the collected data to identify patterns and generate themes
Referring in a second language: Studies on reference to person in a multilingual world
Get PDFThe introduction and tracking of reference to people or individuals, known as referential movement, is a central feature of coherence, and accounts for “about every third word of discourse”. Located at the intersection of pragmatics and grammar, reference is now proving a rich and enduring source of insight into second language development. The challenge for second language (L2) learners involves navigating the selection and positioning of reference in the target language, continually shifting and balancing the referential means used to maintain coherence, while remaining acutely sensitive to the discourse and social context.
The present volume focuses on how L2 learners meet that challenge, bringing together both eminent and up-and-coming researchers in the field of L2 acquisition. The chapters address a range of problems in second language acquisition (SLA) (e.g., form-function mapping, first language [L1] influence, developmental trajectories), and do so in relation to various theoretical approaches to reference (e.g., Accessibility Theory, Givenness Hierarchy). The global outlook of these studies relates to the L2 acquisition of English, French, Japanese, Korean, and Spanish and covers a diverse range of situational contexts including heritage language learning, English as a medium of instruction, and the development of sociolinguistic competence
Liu, L.S., Chinese transnational migration in the age of global modernity: The case of Oceania, routledge studies in Asian diasporas, migrations and mobilities.
Get PDFTraditional scholarly literature looking into the worldwide migration phenomenon has long used confined patterns to study featured migration trajectories, such as ‘return migration’ and ‘stepping migration’. While ‘return migration’ depicts the situation when migrants return to their home country for re-settlement, ‘stepping migration’ entails the further migrant movement towards other destinations after the accomplishment of the previous migration
Hood street: The Musical
No full textPerformance of Hood Street: The Musical, composed by Nick Braae, Kyle Chuen, Courteney Mayall, and Nick Wilkinson, as part of The Meteor Theatre's Reginite: The Meteor, supported by a grant from Creative NZ. This professional production was live streamed internationally through the grant support and was performed to a sell-out crowd
Informal task-sharing practices in inpatient newborn settings in a low-income setting: A task analysis approach
Get PDFAim: To describe the complexity and criticality of neonatal nursing tasks and existing task-sharing practices to identify tasks that might be safely shared in inpatient neonatal settings.
Design: We conducted a cross-sectional study in a large geographically dispersed sample using the STROBE guidelines.
Methods: We used a task analysis approach to describe the complexity/criticality of neonatal nursing tasks and to explore the nature of task sharing using data from
structured, self-administered questionnaires. Data was collected between 26th April and 22nd August 2017.
Results: Thirty-two facilities were surveyed between 26th April and 22nd August, 2017. Nearly half (42%, 6/14) of the “moderately critical” and “not critical” (41%, 5/11)
tasks were ranked as consuming most of the nurses' time and reported as shared with mothers respectively. Most tasks were reported as shared in the public sector than
in the private-not-for-profit facilities. This may largely be a response to inadequate nurse staffing, as such, there may be space for considering the future role of health care assistants
Postexercise hot-water immersion does not further enhance heat adaptation or performance in endurance athletes training in a hot environment
Get PDFPurpose: Hot-water immersion (HWI) after training in temperate conditions has been shown to induce thermophysiological adaptations and improve endurance performance in the heat; however, the potential additive effects of HWI and training in hot outdoor conditions remain unknown. Therefore, this study aimed to determine the effect of repeated postexercise HWI in athletes training in a hot environment. Methods: A total of 13 (9 female) elite/preelite racewalkers completed a 15-day training program in outdoor heat (mean afternoon high temperature = 34.6°C). Athletes were divided into 2 matched groups that completed either HWI (40°C for 30–40 min) or seated rest in 21°C (CON), following 8 training sessions. Pre–post testing included a 30-minute fixed-intensity walk in heat, laboratory incremental walk to exhaustion, and 10,000-m outdoor time trial. Results: Training frequency and volume were similar between groups (P = .54). Core temperature was significantly higher during immersion in HWI (38.5 [0.3]) than CON (37.8°C [0.2°C]; P .05). There were significant (P < .05) pre–post differences for both groups in submaximal exercising heart rate (∼11 beats·min−1), sweat rate (0.34–0.55 L·h−1) and thermal comfort (1.2–1.5 arbitrary units), and 10,000-m racewalking performance time (∼3 min). Conclusions: Both groups demonstrated significant improvement in markers of heat adaptation and performance; however, the addition of HWI did not provide further enhancements. Improvements in adaptation appeared to be maximized by the training program in hot conditions